Keywords

Academic Advising, First Generation Students, First time in college students, and Performance-Based Funding

Abstract

Students navigate a variety of challenges that impact their success. As of 2024, Florida uses a myriad of metrics to predict retention rates. Studies have highlighted a relationship between students’ Year 2 retention and 4-year graduation rates. Recently, a large, urban university made significant investments in academic advising. The increased funding was influenced by a shift to gain a preeminent designation in the state. This study sought to determine what relationship, if any, academic advising had on student academic success. Quantitative analysis concluded that academic advising was connected to increased institutional grade point averages, retention to the second year, and academic standing. Increased interaction with academic advising correlated with increased institutional grade point average. The study findings aligned with Astin’s Student Involvement Theory, indicating that the quantity of engagement with institutions enhances academic success. Institutions must ensure that policy and institutional programming support meaningful interactions between first-generation, first-time in college students with academic advising professionals.

Completion Date

2025

Semester

Summer

Committee Chair

Walker, Larry J. and Eadens, Daniel

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Department of Educational Leadership and Higher Education

Format

PDF

Identifier

DP0029579

Language

English

Document Type

Thesis

Campus Location

Orlando (Main) Campus

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